The relations of effortful control and impulsivity to children's sympathy: A longitudinal study

Eisenberg, Nancy; Michalik, Nicole; Spinrad, Tracy L.; Hofer, Claire; Kupfer, Anne; Valiente, Carlos; Liew, Jeffrey; Cumberland, Amanda; Reiser, Mark

doi:10.1016/j.cogdev.2007.08.003

Cited by 102 publications

(90 citation statements)

References 43 publications

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“…This shows the need to consider the relationship between EC and dispositional empathy in the prediction of students' social behavior. This relationship confirms that control and empathic processes are jointly mobilized in the interpersonal domain (Decety & Svetlova, 2012;Eisenberg et al, 2007;Lamm, Batson, & Decety, 2007). Emotional self-regulation may also be of great relevance in this framework of relationships (Eisenberg & Eggum, 2009;Lamm et al, 2007).…”

Section: Discussionsupporting

confidence: 76%

“…They found that EC was negatively correlated with personal discomfort and positively correlated with children's dispositional empathy. Eisenberg et al (2007) obtained similar results in a longitudinal study with 6-year-old children assessed every two years, five times in total. In that study, high levels of EC were positively correlated with participants' empathic responses and negatively correlated with participants' impulsiveness.…”

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confidence: 67%

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Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

et al. 2013

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Abstract. This study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

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Section: Discussionsupporting

confidence: 76%

supporting

confidence: 67%

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

et al. 2013

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“…Journals related to psychopatology, abnormal development and articles focusing on clinical cases were excluded. The findings of extensive research work have shown how the children's ability to manage their emotions in appropriate ways is a condition that guarantees success in the children´s interpersonal relationships, in coping with problematic situations, in reaching their goals and in general in every child´s psychological adjustment (Cole, Martin & Dennis, 2004;Eisenberg & Spinrad, 2004;Eisenberg, Michalik, Spinrad, Hofer, Kupfer, Valiente, & Reiser, 2007;Spinrad, Eisenberg, Cumberland, Fabes, Valiente, Shepard, & Guthrie, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…There is a scientific consensus that the skills for managing emotions allow children and adolescents to inhibit inappropriate impulses, to direct their behavior constructively, to explore and adapt to new environments, people and objects, and to be better accepted by their peers (e.g., Eisenberg, Gershoff, Fabes, Shepard, Cumberland, Losoya, & Murphy, 2001;Eisenberg, 2002;Eisenberg, Valiente, Morris, Fabes, Cumberland, Reiser, & Losoya, 2003;Eisenberg et al, 2007). In contrast, a large number of longitudinal studies have revealed how the deregulated expression of affections during childhood and adolescence is a problem for the psychological and social adjustment of individuals in short and long term.…”

Section: Introductionmentioning

confidence: 99%

Regulación emocional en niños y adolescentes: conceptos, procesos e influencias

Sabatier

Cervantes

Torres

et al. 2017

psdc

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This article provides an updated overview about the studies on emotion regulation in children and adolescents from the perspective of developmental psychology. It is mainly based on articles published in indexed psychology journals between the years 2001 and 2016. Conceptual aspects of the definition of emotional regulation are discussed, followed by an examination of neurobiological and environmental influences that impact the regulation of emotion during infancy and adolescence. Finally, characteristics of the development of the regulatory processes are analyzed from infancy to late adolescence, emphasizing the vital regulatory scopes for each period. The ultimate goal of this paper is to provide a documented basis for the study of emotion regulation in Colombian children and adolescents, a neglected population in regards to this topic. Keywords: Emotion regulation, Emotion development, Child development, Children, Adolescents. ResumenEl presente artículo ofrece un panorama actualizado de lo que ha constituido el estudio de la regulación emocional en la infancia y la adolescencia desde la perspectiva de la psicología del desarrollo. El documento se basa principalmente en la revisión de publicaciones de revistas indexadas entre los años 2001 y 2016. En primer lugar, se discuten los aspectos conceptuales de la definición de regulación emocional, luego se examinan influencias neurobiológicas y ambientales sobre los mecanismos regulatorios para finalmente analizar las características del desarrollo de los procesos de regulación emocional desde la infancia temprana hasta el final de la adolescencia, enfatizando en los alcances para cada período vital. El objetivo último de esta revisión es proporcionar un fundamento teórico sólido para el estudio de la regulación emocional en niños y adolescentes colombianos, una población que aun no ha sido objeto de investigación en cuanto a este tema.

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“…Researchers have also reported a positive relationship between children's selfcontrol and sympathetic dispositions, suggesting that the move from personal distress to other-focused response may be effortful (e.g. Eisenberg et al, 2007;Valiente et al, 2004).…”

mentioning

confidence: 99%

You and me: Investigating the role of self-evaluative emotion in preschool prosociality

Ross

2017

Journal of Experimental Child Psychology

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Citation for published version (APA): Ross, J. (2017). You and me: investigating the role of self-evaluative emotion in preschool prosociality. Journal of Experimental Child Psychology, 155, 67-83. DOI: 10.1016/j.jecp.2016 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain.• You may freely distribute the URL identifying the publication in the public portal. Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 13. May. 2018Self-evaluative emotion and preschool prosociality AbstractSelf-evaluative emotions depend on internalized social standards and motivate social action. However, there is a lack of empirical research documenting the impact of self-evaluative emotion on 3-and 4-year-olds' prosociality. Extant research relates children's experiences of guilt to empathetic concern and making amends. However, the relationship between guilt and both concern and making amends is potentially reductive. Empathetic concern involves similar bodily expressions to guilt, and amend making is used to distinguish guilt from shame in children. This is the first study to relate the development of both positive and negative selfevaluative emotions to empathetic concern and prosocial choice (making amends, spontaneous help). Results confirm that the broad capacity for self-evaluative emotion is established in the preschool years, and relates to empathetic concern. Moreover, these social emotions can be used to predict prosocial choice. Making amends was best predicted by empathetic concern and by children's responses to achievement (pride following success, lack of shame following failure). Alongside moral pride, pride in response to achievement and resilience to shame was also the best predictor of spontaneous help. The data support the idea that young children's prosocial choices may be partially driven by the affective drive to maintain an 'ideal' self. Psychologists have emphasised that in order to be adaptive, selfevaluative emotion should be guilt rather than shame orientated. However, the adaptive role of pride has been neglected. We call on future research to redress the focus on negative selfevaluation in moral development and further explore the prosocial potential of pride. Research Highlights1. Self-evaluative emotions depend on internalized standards and motivate social action.2. Extant developmental research associates guilt with empathetic concern and reparation.3. The current paper shows th...

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The relations of effortful control and impulsivity to children's sympathy: A longitudinal study

Cited by 102 publications

References 43 publications

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

Regulación emocional en niños y adolescentes: conceptos, procesos e influencias

You and me: Investigating the role of self-evaluative emotion in preschool prosociality

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